Introduction Funds of Knowledge (FoK) is that knowledge which is shared among cultures, communities, and families. A part of that shared knowledge is language, how we learn, how we communicate, how we interact socially. In order to effectively teach students, teachers need to know what skill sets Native American students bring with them into the classroom, and understand how to effectively build on those skills (Aguirre et al., 2012). This is essential to addressing the current crises endemic within American Indian education. Teachers should know the social and cultural norms that are expected and taught in the homes and communities of their students as this crucial information will enable teachers to consistently access and respond their students’ FoK (Hedges, Cullen & Jordan, 2011; McLaughlin & Barton, 2012) Velez-Ibanez and Greenberg (1992) were the first to introduce FoK which is founded in the cultural anthropological studies of Eric Wolf (Rios-Aguilar, 2010). Gonzalez, Moll & Amanti, (2005) published their theory on FoK which is based in the assumptions that people are intelligent and rich in life experiences. The early research in FoK was conducted mostly among Hispanic student populations in the United States (Dugan, Ylimaki, & Bennett, 2012; McLaughlin & Barton, 2012; Rios-Aguilar, 2010). There is limited quantitative research on the impact of FoK among Native American students. Children come to the classroom rich in the culture of their community and family; from which their learning style is primed (Aguirre et al, 2012; Morgan, 2009). For example (Saracho & Spodek, 1984) stated that Native Americans are “field dependent learners”. This in an indication that Native American students prefer to work together, are... ... middle of paper ... ...ion, 24(1), 13-36. Morgan, H. (2009). What every teacher needs to know to teach Native American students. Multicultural Education, 16(4), 10-12. Pewewardy, C., & Fitzpatrick, M. (2009). Working with American Indian students and families: Disabilities, issues, and interventions. Intervention in School and Clinic, 45(2), 91-98. Rios-Aguilar, C. (2010). Measuring funds of knowledge: Contributions to Latina/o students' academic and nonacademic outcomes. Teachers College Record, 112(8), 2209-2257. Saracho, O. N., Spodek, B., & ERIC Clearinghouse on Elementary and Early, Childhood Education. (1984). Cognitive style and children's learning: Individual variation in cognitive processes Velez-Ibanez, C., & Greenberg, J. B. (1992). Formation and transformation of funds of knowledge among U.S.-Mexican households. Anthropology and Education Quarterly, 23(4), 313-35.
At these boarding schools, Native American children were able to leave their Indian reservations to attend schools that were often run by wealthy white males. These individuals often did not create these schools with the purest of intentions for they often believed that land occupied by Native American Tribes should be taken from them and put to use; it is this belief that brought about the purpose of the boarding schools which was to attempt to bring the Native American community into mainstream society (Bloom, 1996). These boarding schools are described to have been similar to a military institution or a private religious school. The students were to wear uniforms and obey strict rules that included not speaking one’s native tongue but rather only speaking English. Punishments for not obeying such rules often included doing laborious chores or being physically reprimanded (Bloom, 1996). Even with hars...
...will have no choice but to invest in Hispanics because they will be the majority and will big a big part of the work force. This will affect the communities socially as they will become more diverse, possibly evening out the plane field with class and gender for Hispanics and eventually all minorities. In conclusion my object of study that Hispanic women experience inequality in education due to the social constructs of subordination of women and Hispanic culture, has several factors that support my argument.
How Native American’s and Americans communicate can vary greatly and can cause miscommunication between the two groups, or unintended nonverbal communication. Native Americans use caution with their first encounters of early communication to demonstrate humility and create harmony (Shusta, Levine, Wong,
This report called for control by First Nations of education in the system with procurements for possible complete independence over education and toward that end, it called for First Nations representation on local school boards serving First Nation understudies. The Federal government did not implement policies that would have empowered First Nation communities to produce and gain the knowledge needed to accept full control of their education frameworks and it was prepared to delegate fractional control over education to First Nations communities. The implementation of the policy of Indian Control of Education has not been without its challenges. Among the key criticisms has been that Indian control has often meant little more that First Nations administration of federal education programs and policies. Pre-1980 policies showed a few several classic characteristics of a colonial relationship. They forced a non-First-Nation orientation of education, debased First Nation dialects, histories, culture, and indicated results that were assimilative in nature. Post-1980 approaches advanced First Nations control of instruction in the connection of a model of mix of First Nations understudies inside existing common conveyance system of educational administrations and projects. First
The United States educational system faces a major challenge in addressing the disenfranchisement of youth due to poverty and racism in the schools. The U.S. Census Bureau, 2006 found that “currently about one-quarter of Blacks, Hispanics, and Native Americans are living in poverty in the U.S. compared to less than 10% of Asian Americans or Whites.” (Hughes et al. 2010, p. 2) Hughes, Newkirk & Stenhjem (2010) identified the stressors children living in poverty faced caused young adolescents to suffer mental and physical health issues which resulted in anxiety, hypertension, fear and depression. Lack of health care, neighborhood crime levels, joblessness, prejudice, and inadequate housing are among the many reasons multi-cultural youth from high poverty backgrounds become disenfranchised from the American school system. Race, racism, and poverty combine to create a triple jeopardy which severely impacts the fulfillment of the need of young adolescents to experience a sense of belonging and cultural competence. Lack of supportive environments both in school, society, work, and family life often prevent students from developing the cultural competence minority students must develop in order to become fully successful. For the purposes of this essay key issues were identified regarding the disenfranchisement of Native American youth, such as systemic prejudice and cultural bias within the school system which resulted in loss of connectedness of Navajo youth to school, teachers, and family. Galliher, Jones, & Dahl (2010) identified cultural connectedness as being the key component necessary in order to reengage the Native American student within the educational environment.
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
In most American families parents are overjoyed as a result of the happiness and success of their teenage children. Across America teenager are enjoying their “rite of passage”, such as friends, after school activities, sports, vacations with their families and their first car. At the same time, little is known of the extreme poverty and despondency existing within the reservations of the Native American communities. Many Native American families are still struggling with the pain and anguish their ancestors suffered during the ethnic cleansing and forced relocation of the 1800’s such as the Trail of Tears.
"Native American Youth 101." Aspen Institue. Aspen Institues, 24 July 11. Web. 8 Apr. 2014.
Like many Americans I initially grouped all Native Americans into one melting pot. During the Haskell Indian Nations cultural day, on June 21,st 2010, the speakers talked about how different tribes are not the same; they have different beliefs...
Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
Kindergarten is the first memory that I have of Native Americans. In the month of November, I was taught about how
Our spirits Don’t Speak English: Indian Boarding school is an 80 minute documentary that details the mental and physical abuse that the Native Americans endured during the Indian Boarding school experience from the mid 19th to the mid 20th century. In the beginning going to school for Indian children meant listening to stories told by tribal elders, parents, grandparents, aunts, uncles and storytellers. These tales past down from generation to generation were metaphors for the life experience and their relationships to plants and animals. Native children from birth were also taught that their appearance is a representation of pure thoughts and spiritual status of an individual.
Within the first chapter, we are presented with the foundation for this research and the sad reality of Chicana/ Chicano education within the United States. In the U.S. the group with the lowest educational progress is the fastest growing racial / ethnic minority population – in o...
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.